WJEC FS Maths - Entry 1, 2 & 3 SAMS - 2010 Merged … · Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 26 FS Mathematics Entry Level SPECIMEN PAPER Entry

Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 1

MATHEMATICS

FUNCTIONAL SKILLS

Entry 1, 2 & 3

SAMPLE ASSESSMENT MATERIALS

For Teaching from 2010


FUNCTIONAL SKILLS MATHEMATICS ENTRY 1

For teaching from September 2010

SPECIMEN ASSESSMENT MATERIALS

Contents

Page ENTRY 1 5 ENTRY 2 39

ENTRY 3 75


FUNCTIONAL SKILLS ICT ENTRY 1


SPECIMEN ASSESSMENT MATERIALS Contents

Page Overview of Assessment 7 Summary of Assessment 8 Preparation notes for Task 1 9 Task 1 10 Resources for Task 1 13 Preparation notes for Task 2 17 Task 2 19 Resources for Task 2 21 Task 1 and 2 Mark scheme and Assessment Grids 25 Instructions for Teachers 29 Declaration Sheet 37


WJEC Functional Skills Mathematics

Entry 1

Task 1 and Task 2 - Plant pots

Time allowed 1 hour

These tasks should be assessor mediated and carried out within the assessment window opportunity in a format suitable to engage the candidate. Practical equipment should be provided where necessary. The task is designed to allow the candidate to think, use their mathematical skills, make decisions and talk about their work in an informal conversational setting with the assessor. The assessment tasks are designed so that they can be used as they are or centres can contextualise or adapt them to best-suit their centre-specific circumstances. Centres can adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. The assessor should familiarise themselves with the Functional Skill standards at Entry 1, the tasks, the requirements for equipment and the marking guidance before initiating the assessment with the candidate. The candidate may repeat the tasks within the assessment window, or may carry out the tasks in smaller manageable sections. The marks available (12 marks for Task 1 and 8 marks for Task 2) and the time allowed should be shared with candidates. Candidates require 15 marks of out a possible 20 (75%) in order to achieve the Entry 1 qualification.


FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 1 and 2 – Plant Pots Summary of Assessment

During Task 1, candidates will be expected to:

• choose two arrangements of a pot and two plants;

• cost both arrangements and decide which one is the most

expensive;

• describe one of their arrangements which will include the shape of the pot and which plant is the tallest.


• place a plant in a group based on pre determined criterion decided by the assessor;

• cost a given arrangement of three plants;

• identify and select the correct coins and notes needed to

pay for the arrangement.


FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 1 – Plant Pots

Preparation for Task 1 - Plant Pots • Provide a medium/large plant pot and a few small plants if

possible. • Copy the information sheet "Garden Centre Plant Pot

Offers" for the candidate. • Make individual cards using the cut outs provided or use

real pots and plants if available with the information attached.

• Provide materials for candidate to use to record, e.g.

paper or mini white boards and calculator.

• Examples of the dialogue that could be used with candidates are shaded. These may be adapted to best suit candidates but direction should not be given to candidates on how to complete the tasks themselves. A teacher's comment column is provided on the marking guidance.



Task 1 – Plant Pots • Explain to the candidate that you want them to help you design a

plant arrangement as a present for a friend and you will be asking them a series of questions about these arrangements. This is the first task. There are two tasks to complete.

• Explain that the two tasks will not take more than an hour to

complete and that for the first task there is a maximum of 12 marks available.

• Demonstrate how a number of small plants can be arranged in a

medium/large pot to make a display. • Now give the information sheet "Garden Centre Plant Pot Offers" to

the candidate. • Have a brief discussion with the candidate to ensure that they

understand the information on the sheet and cards. Assessors should ensure that candidates understand abbreviations such as 'cm', 'p' and the '£' sign.

• Pass the individual copies of pot and plant information boxes, or

actual pots and plants, to the candidate so that they can start to make their choices.

• Say that the plant pots are free. Explain that you want to choose a

pot and 2 plants to put in it. "The pots are free. Choose a pot and two plants to go in it"

• Tell the candidate they need to decide on two possible

arrangements you could buy. "You need to make two different arrangements"


Repeat the introduction as many times as necessary. • Ask the candidate to make their choices.

"Show me your two different arrangements" • Allow time for the candidate to settle on their design and ask them

to cost each of the arrangements. "Are you happy with your designs?"

"I want you now to work out how much each arrangement costs."

"How did you work out the cost?"

"What is the final cost for each arrangement?"

• Ask the candidate which arrangement is the most expensive.

"Which arrangement is the most expensive?" • Now ask the candidate to describe one of their arrangements.

"What shape is the pot?"

"Which plant is the tallest?"

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

13

FUN

CTI

ON

AL

SKIL

LS M

ATH

EMA

TIC

S EN

TRY

1

Task

1 –

Pla

nt P

ots

TASK

1 –

PO

T A

ND

PLA

NT

INFO

RM

ATI

ON

Gard

en C

entr

e Pl

ant

Pot

Off

ers

FREE

POT

FREE

POT

Sel

ect a

free

pla

nt p

ot w

hen

you

buy

any

2 pl

ants

.

Mak

e yo

ur o

wn

desi

gn.

S

elec

t pla

nts

to g

row

in a

pot

to m

ake

a di

spla

y.

Heigh

t 11

cm

1

plan

t co

sts

50p

Heigh

t 10

cm

1

plan

t co

sts

£4

Heigh

t 8

cm

1

plan

t co

sts

£3

Heigh

t 70

cm

1

plan

t co

sts

£6

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

14

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 1

Ta

sk 1

– P

lant

Pot

s C

UT

OU

TS

To b

e cu

t out

and

giv

en to

can

dida

tes

to u

se fo

r Tas

k 1

or u

se re

al p

ots

and

plan

ts a

nd a

ttach

the

rele

vant

info

rmat

ion

to th

em.

FREE

PO

T

FREE

PO

T

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

15

Heigh

t 11

cm

1 plan

t co

sts

50p

Heigh

t 10

cm

1 plan

t co

sts

£4

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

16

Heigh

t 8

cm

1 plan

t co

sts

£3

Heigh

t 70

cm

1 plan

t co

sts

£6



Preparation for Task 2 – Plants Pot

• Provide a medium/large plant pot and a few small plants if possible.

• Copy the information sheet "Garden Centre Plant Pot

Offers" for the candidate. • Make individual cards using the cut outs provided or

use real pots and plants if available with the information attached.

• Provide materials for candidates to use to record e.g.

paper or mini white boards and calculator. • Provide money, real if possible, at least 1 £20 note,

2 £10 notes, 6 £2 coins, 8 £1 coins, 3 50p coins, 2 20p coins and 1 10p coin.

• Examples of the dialogue that could be used with

candidates are shaded. These may be adapted to best suit candidates but direction should not be given to candidates on how to complete the tasks themselves. A teacher's comment column is provided on the marking guidance.



Task 2 – Plant Pots • Explain that this is the second and last task. For this task there is

a maximum of 8 marks available.

• The assessor should place some of the plants into two groups based on a certain criterion (e.g. tall plants and short plants, two groups of the same colour etc)

• The assessor should give the candidate another plant and ask which group the plant belongs in. "Look at the two groups of plants, which group does this plant belong in?"

"Why have you decided on this group?"

• The assessor should select a pot and three plants, making sure that the total cost is a whole number of pounds.

• The prices should be on the information cards, and if possible attached to an actual pot and plants.

• Explain to the candidate that you want buy these for yourself. "I want to buy these three plants"

"I want you to work out how much the three plants cost and I want you give me the correct money"

• On a tray provide the money for the candidate to use.

• Ask the candidate to select the correct money to pay for these plants. Allow the candidate time to calculate and decide how much money to pass to you.

"How much do the plants cost?"

"Give me the correct money"

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

21

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 1

Ta

sk 2

– P

lant

Pot

s C

UT

OU

TS

FREE

PO

T

FREE

PO

T

Ga

rden

Cen

tre

Plan

t Po

t Off

ers

Hei

ght

11 c

m

1 pl

ant

cost

s 50

p

Hei

ght

10 c

m

1 pl

ant

cost

s £

4

Hei

ght

8 cm

1 pl

ant

cost

s £

3

Hei

ght

70 c

m

1 pl

ant

cost

s £

6

H

eigh

t 11

cm

1 pl

ant

cost

s 50

p

Hei

ght

10 c

m

1 pl

ant

cost

s £

4

Hei

ght

8 cm

1 pl

ant

cost

s £

3

Hei

ght

70 c

m

1 pl

ant

cost

s £

6

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

22

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 1

Ta

sk 2

– P

lant

Pot

s C

UT

OU

TS

To b

e cu

t out

and

giv

en to

can

dida

tes

to u

se fo

r Tas

k 2

or u

se re

al p

ots

and

plan

ts a

nd a

ttach

the

rele

vant

info

rmat

ion

to th

em.

FREE

PO

T

FREE

PO

T

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

23

Heigh

t 11

cm

1 plan

t co

sts

50p

Heigh

t 10

cm

1 plan

t co

sts

£4

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

24

Heigh

t 8

cm

1 plan

t co

sts

£3

Heigh

t 70

cm

1 plan

t co

sts

£6


FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 1 and 2 – Plant Pots

Marking guidance The tasks should be internally assessed. The skill standards for representing, analysing and interpreting are referenced in the marking guidance and the coverage and range is noted in the assessment grid. The marking guidance does not detail every possible outcome, hence a teacher comment column is provided to briefly describe the candidate's response. Where a candidate's response differs from the guidance the teacher should determine "the best fit" bearing in mind the marking guidance. Where possible, evidence should be collated or assessors should confirm that candidates have successfully met the marking criteria. Details on moderation processes can be found in the "Instructions for Teachers" booklet or Appendix 1 of the Functional Skills Mathematics Entry 1 Specification.


FS Mathematics Entry Level SPECIMEN PAPER Entry 1

Coverage and Range grid Please note that all assessments will provide opportunities to assess all of the skill standards. The content covered in this specimen paper is highlighted in the below grid. The coverage and range will be sampled over a period of three assessment series.

Skills Standards Coverage and Range (indicative) Representing R 1.1 Understand simple mathematical information in familiar contexts and situations Analysing A 1.2 Use mathematics to obtain answers to simple given practical problems that are clear and routine A 1.3 Generate results that make sense for a specified task Interpreting I 1.4 Provide solutions to simple given practical problems in familiar contexts and situations

Understand and use numbers with one significant figure in practical contexts Describe the properties of size and measure, including length, width, height and weight, and make simple comparisons Describe position Recognise and select coins and notes Recognise and name common 2D and 3D shapes Sort and classify practically using a single criterion

Skill Standard Weightings

SKILL STANDARDS R 1.1 A 1.2 A 1.3 I 1.4 TOTAL

Task 1 4 2 2 4 12 Task 2 2 2 4 8

TOTAL 6 marks (30%)

6 marks (30%)

8 marks (40%)

20 marks (100%)

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

27

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 1

Ta

sk 1

– P

lant

Pot

s C

andi

date

's N

ame:

___

____

____

____

____

____

____

____

____

_

Cen

tre N

umbe

r: __

____

____

_

Mar

king

Gui

danc

e Po

ssib

le

Mar

k M

ark

Aw

arde

d Te

ache

r's C

omm

ents

(c

ontin

ue o

n se

para

te s

heet

if

requ

ired)

R1.

1

The

cand

idat

e ha

s su

cces

sful

ly g

iven

two

diffe

rent

arr

ange

men

ts.

1 m

ark

for s

ucce

ssfu

lly g

iven

one

arra

ngem

ent.

OR

1 m

ark

for s

ucce

ssfu

lly g

iven

two

diffe

rent

arra

ngem

ents

follo

win

g pr

ompt

s.

2

R1.

1

The

cand

idat

e ha

s a

stra

tegy

for c

ostin

g ea

ch a

rran

gem

ent c

orre

ctly

. (e.

g.

cand

idat

es k

now

that

they

nee

d to

add

the

pric

es to

geth

er to

find

the

tota

l cos

t, co

sts

need

not

be

corre

ct fo

r 2 m

arks

).

1 m

ark

for d

evel

opin

g a

stra

tegy

follo

win

g pr

ompt

s.

2

A1.

2

The

cand

idat

e gi

ves

two

corr

ect c

osts

for t

he a

rran

gem

ents

. 1

mar

k fo

r one

cor

rect

arra

ngem

ent.

OR

1 m

ark

for g

ivin

g tw

o co

rrect

cos

ts fo

llow

ing

prom

pts.

2

A1.

3

Th

e ca

ndid

ate

reco

gnis

es w

hich

cos

t is

high

er th

an th

e ot

her a

nd th

eref

ore

whi

ch

arra

ngem

ent i

s m

ore

expe

nsiv

e.

1 m

ark

for r

ecog

nisi

ng w

hich

cos

t is

high

er b

ut n

ot s

tatin

g w

hich

is m

ore

expe

nsiv

e O

R 1

mar

k fo

r rec

ogni

sing

whi

ch c

ost i

s hi

gher

but

wro

ngly

sta

ting

whi

ch a

rrang

emen

t is

mor

e ex

pens

ive.

2

I 1.4

The

cand

idat

e ca

n ta

lk a

bout

thei

r arr

ange

men

t des

crib

ing

the

shap

e of

the

pot

(wor

ds s

uch

as s

quar

e, ro

und,

circ

le a

re s

uffic

ient

).

1 m

ark

– ca

ndid

ates

dis

cuss

the

shap

e of

thei

r pot

with

pro

mpt

s.

2

I 1.4

Can

dida

tes

com

pare

the

heig

ht o

f the

pla

nts.

The

y un

ders

tand

the

term

"ta

llest

".

1 m

ark

– ca

ndid

ates

com

pare

the

heig

hts

of th

e pl

ants

with

pro

mpt

s.

2

TOTA

L fo

r Tas

k 1

12

Teac

her's

Sig

natu

re:

Dat

e:

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

28

FUN

CTI

ON

AL

SKIL

LS M

ATH

EMA

TIC

S EN

TRY

1

Task

2 –

Pla

nt P

ots

Can

dida

te's

Nam

e: _

____

____

____

____

____

____

____

____

___

C

entre

Num

ber:

____

____

___

Mar

king

Gui

danc

e Po

ssib

le

Mar

k M

ark

Aw

arde

d Te

ache

r's C

omm

ents

(c

ontin

ue o

n se

para

te s

heet

if

requ

ired)

I 1.4

The

cand

idat

e ha

s pl

aced

the

plan

t in

the

corr

ect g

roup

and

can

exp

lain

why

th

ey h

ave

chos

en th

is g

roup

. 1

mar

k fo

r pla

cing

the

plan

t in

the

corr

ect g

roup

and

giv

es s

uita

ble

expl

anat

ion

with

pr

ompt

s.

2

R1.

1

The

cand

idat

e ha

s a

stra

tegy

for c

ostin

g th

e ar

rang

emen

t cor

rect

ly.

(e.g

. can

dida

tes

know

that

they

nee

d to

add

the

thre

e pr

ices

toge

ther

to fi

nd th

e to

tal

cost

, cos

ts n

eed

not b

e co

rrec

t for

2 m

arks

).

1 m

ark

for d

evel

opin

g a

stra

tegy

follo

win

g pr

ompt

s.

2

A1.

2

The

cand

idat

e ha

s ca

lcul

ated

and

sta

ted

the

tota

l cos

t of t

he th

ree

plan

ts

corr

ectly

. 1

mar

k fo

r atte

mpt

ing

to c

alcu

late

the

tota

l cos

t of t

he th

ree

plan

ts b

ut a

n er

ror h

as

been

mad

e.

2

I 1.4

Th

e ca

ndid

ate

has

sele

cted

the

corr

ect n

otes

or c

oins

for t

heir

tota

l cos

t. 1

mar

k –

with

gui

danc

e, th

e ca

ndid

ate

has

sele

cted

the

corr

ect n

otes

or c

oins

for t

heir

tota

l cos

t of t

he th

ree

plan

ts.

The

cand

idat

e ha

s se

lect

ed th

e co

rrect

mon

ey fo

r at l

east

two

of th

e pl

ants

.

2

TOTA

L fo

r Tas

k 2

8

TOTA

L fo

r Tas

k 1

12

TOTA

L 20

Teac

her S

igna

ture

:

D

ate:


FUNCTIONAL SKILLS MATHEMATICS Entry 1, Entry 2 and Entry 3

SPECIMEN PAPER INSTRUCTIONS FOR TEACHERS To be opened on receipt


Conduct of the Controlled Assessment

The following notes outline arrangements for the conduct of the controlled assessment for the ** examination series for Entry Levels 1, 2 and 3. 1. Timing of the Controlled Assessment

• The Controlled Assessments are timetabled to start on or after ** . • For Entry 1, 2 and 3 the controlled assessments should be completed in a

time not exceeding 1 hour. • The Functional Skills Entry Level Controlled Assessments can be timetabled

at the discretion of the centre within the assessment window (* – *). • The subject teacher may invigilate the whole of the Controlled Assessment. • Centres are asked to keep a log of attendance throughout the Controlled

Assessment. • Candidates may not need all the specified time, but special consideration will

not normally be given for candidates who do not complete in the full time available to them.

• The candidates may repeat the tasks within the assessment window, or may

carry out the tasks in smaller manageable sections. • All candidates' work should be submitted to the Internal Assessor by *.

2. Before the Controlled Assessment

• The assessor should familiarise themselves with the Functional Skill Standards at the appropriate level, the tasks, requirements for equipment and the marking guidance before initiating the assessment with the candidate.

• The assessment tasks are designed so that they can be used as they are or

centres can contextualise or adapt them to best-suit their centre-specific circumstances. Centres can adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics.

• For the plant pot tasks it is necessary to provide candidates with plant pots

and real plants with the information attached or alternatively give candidates the provided cards that have been cut out.

• Provide an optional calculator and materials for recording for the candidates

to use e.g. paper, mini whiteboards etc


3. During the Controlled Assessment

• Candidates should not be able to access their work outside the timetabled sessions.

• All of the assessment must be undertaken in controlled, supervised conditions

according to current JCQ regulations. • Candidates must work independently and the work submitted must be their

own work. • Assessors may give support and guidance to learners. This support and

guidance should focus on ensuring that learners understand what is expected of them. It is not acceptable for assessors to provide model answers or to work through answers in detail.

• Assessors must declare any assistance given in the comments column on the

mark sheets. Marks must not be awarded in these cases. Teachers/assessors may adapt the questions to suit candidates but should not be in such a way that direction is given.

• Assessors should observe the learner during the assessment to be able to

complete the mark sheet. The mark sheet with assessor's comments and any evidence produced by the learner should be collated. Such evidence could be 'working outs', written work or witness statements. Candidates' work can be annotated if necessary.

• The tasks should be assessor mediated and carried out within the

assessment window opportunity in a format suitable to engage the candidate. The tasks are designed to allow the candidate to think, use their mathematical skills, make decisions and talk about their work in an informal conversational setting with the assessor. The assessment tasks are designed so that they can be used as they are or centres can contextualise or adapt them to best-suit their centre-specific circumstances. Centres can changed or adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose. Examples of the dialogue that could be used with candidates are included with the tasks. They may be adapted to best suit the candidate but direction should not be given on how to complete the tasks themselves. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. Assessors should use the Teacher's comment column on the marking guidance and any intervention should be noted and taken into consideration when marking.

• Calculators may be used. • The candidates' responses are internally assessed and a sample of the

candidates' work is then externally moderated. • At Entry 3, the assessment should not be seen as an hour long examination –

candidates may use resources and 'props' if necessary and can talk about their work to their assessor in an informal way.


4. Marking the Controlled Assessment

• The Controlled Assessment should be marked for all candidates. • At Entry 1, 2 and 3 marking guidance will be provided, which notes the marks

allocated to a range of possible candidate responses. The marking guidance does not detail every possible outcome. Where a candidate's response differs from the guidance, the teacher should determine "the best fit" bearing in mind the marking criteria given. Comments should be made in the teacher comment column to briefly describe the candidate's response.

• If candidates are provided with assistance a note should be made in the

Teacher's comment column in the mark schemes as to the nature of the help given. If teacher/tutor intervention is used, this should be noted and taken into consideration when the assessment is made.

• The controlled assessment will be externally moderated. Centres will be

required to submit samples for external moderation together with the mark sheet by the end of the assessment windows in accordance with instructions issued by WJEC.

• At Entry 1, candidates require 15 marks of out a possible 20 marks in order to

achieve the Entry 1 qualification. • At Entry 2, candidates require 15 marks of out a possible 20 marks in order to


achieve the Entry 3 qualification.


5. Sampling Procedures

After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the teacher/assessor's possession to prevent any tampering with it.

Moderation/Verification will take place at two levels:

1. Within the centre to ensure that a uniform standard has been applied

across the teaching groups. There must be opportunities to exchange work/view candidates' performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.

2. Through the inspection of a sample of the work by WJEC

moderators/verifiers. For Entry 1, 2 and 3 the sample will be selected according to the table below, based on the centre's overall rank order. Further details can be found in the Controlled Assessment Manual, which will be sent to centres. For entries of up to 10 candidates, all controlled assessments will be sent. Further samples of controlled assessment will be sent to the moderator/verifier if required. WJEC reserves the right to call in all of a centre's controlled assessments if this proves necessary.

Total no. of Candidates at

each Level

Work to be submitted (Numbers relate to rank order)

1 - 10 All

11 - 19 1st and every second (1, 3, 5, 7 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10

20 - 45 1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

46 - 99 1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

100 - 199 1st and every fourteenth (1, 15, 29, 43 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 15

200 - 299 1st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25

Over 300 1st and every twentieth (1, 21, 41, 61 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25


N.B. In addition, the following points should be considered in selecting the sample: (i) Each teaching group should be represented. (ii) Where there are several candidates on a particular mark these will count towards

the total number in calculating the rank order, but normally only one candidate's work on a particular mark will be submitted.

(iii) Work submitted should where possible meet the full requirements of the

specification; i.e. candidates who have not completed the controlled assessment should not be included, but be replaced by that of the nearest candidate (either higher or lower) with a complete controlled assessment.

Where the moderation process reveals serious problems in any centre, with regards to interpretation and/or implementation of the assessment criteria, WJEC will request further work or take other appropriate action to safeguard candidates' interests. The marks for the sample must be inserted on the appropriate Sample Form and centres must indicate the total number of candidates entered at Entry 1, Entry 2 and Entry 3. 6. Submission of candidates' work to the External Moderator

• The attendance register should be submitted with the candidates' work. • The Mark Sheets (annotated where appropriate) for each task of the

Controlled Assessments, candidates' work where necessary and candidates' scripts (Entry 3), should be received by the moderator by ***.

7. Return of Work

Work for this subject will not be returned to centres unless specifically requested, in which case an addressed label should be included in the sample sent for moderation.


FUNCTIONAL SKILLS

MATHEMATICS

ENTRY 1, 2 AND 3

CONTROLLED ASSESMENT

CANDIDATE AND TEACHER DECLARATION

NOTICE TO CANDIDATE

The work you submit for assessment must be your own. If you copy from someone else, allow another candidate to copy from you, or if you cheat in any other way, you may be disqualified from at least the subject concerned.

Declaration by candidate I have read and understood the Notice to Candidate (above). I have completed this assignment without assistance other than that which my teacher has explained is acceptable within the specification

Candidate's Number

Candidate's Signature

Declaration by teacher I confirm that the candidate's work was conducted under the conditions laid out by the specification. I have authenticated the candidate's work and am satisfied that to the best of my knowledge the work produced is solely that of the candidate.

Centre Number

Date

Teacher's Signature


FUNCTIONAL SKILLS MATHEMATICS ENTRY 2



Contents

Page Overview of Assessment 41 Summary of Assessment 42 Preparation notes for Task 1 43 Task 1 45 Resources for Task 1 47 Preparation notes for Task 2 55 Task 2 57 Resources for Task 2 59 Task 1 and 2 Mark scheme and Assessment Grids 61 Instructions for Teachers 65 Declaration Sheet 73


WJEC Functional Skills Mathematics

Entry 2

Task 1 and Task 2 - Plant pots

Time allowed 1 hour

These tasks should be assessor mediated and carried out within the assessment window opportunity in a format suitable to engage the candidate. Practical equipment should be provided where necessary. The task is designed to allow the candidate to think, use their mathematical skills, make decisions and talk about their work in an informal conversational setting with the assessor. The assessment tasks are designed so that they can be used as they are or centres can contextualise or adapt them to best-suit their centre-specific circumstances. Centres can adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. The assessor should familiarise themselves with the Functional Skill standards at Entry 2, the tasks and the requirements for equipment and the marking guidance before initiating the assessment with the candidate. The candidate may repeat the tasks within the assessment window, or may carry out the tasks in smaller manageable sections. The marks available (10 marks for each task) and the time allowed should be shared with candidates. Candidates require 15 marks of out a possible 20 (75%) in order to achieve the Entry 2 qualification.


FUNCTIONAL SKILLS MATHEMATICS ENTRY 2 Task 1 and 2 – Plant Pots SUMMARY OF ASSESSMENT


• decide on an arrangement of a pot and plants based on the criteria given and within a specific budget;

• cost the arrangement;

• describe their arrangements which will include the shape

of the pot and the plants they have chosen.

During Task 2, candidates will be expected to: • cost an arrangement of three plants;

• identify and select the correct coins and notes needed to

pay for the arrangement;

• calculate the cost of an arrangement in a half price sale and use a suitable check on their answer.



Preparation for Task 1 - Plant Pots • Provide a medium/large plant pot and a few small

plants if possible. • Copy the information sheet "Garden Centre Plant Pot

Offers" for the candidate. • Make individual cards using the cut outs provided or

use real pots and plants if available with the information attached.

• Provide materials for candidate to use to record, e.g.

paper or mini white boards and calculator.

• Examples of the dialogue that could be used with candidates are shaded. These may be adapted to best suit candidates but direction should not be given to candidates on how to complete the tasks themselves. A teacher's comment column is provided on the marking guidance.



Task 1 – Plant Pots

• Explain to the candidate that you want them to help you design a plant arrangement as a present for a friend and you will be asking them a series of questions about these arrangements. This is the first task. There are two tasks to complete.

• Explain that the two tasks will not take more than an hour to

complete and for the first task there are a maximum of 10 marks available.

• Demonstrate how a number of small plants can be arranged in a

medium/large pot to make a display.

• Explain that you want to choose a pot and 4 plants to put in it. Say that the plant pots are free.

" I want to choose a pot and four plants to put in it, the pots are free"

• Explain that one of the plants should grow tall (more than 20cm),

but the other 3 plants should all be short (less than 20cm).

"I want one plant to grow tall, more than 20cm, and I want the other three to be short, less than 20cm"

• Explain that you don't want to spend more than £10.

"I don't want to spend more than £10"


• Pass the notes of the information you have told the candidates to them.

"Here is the information"

The plant pot is FREE 1 tall plant, more than 20 cm

3 short plants, less than 20 cm Up to £10 to spend

• Repeat the introduction as many times as necessary referring to

the notes. • Now give the information sheet "Garden Centre Plant Pot Offers"

to the candidate.

• Pass the individual copies of pot and plant information boxes, or actual pots and plants, to the candidate so that they can start to make their choices.

• Ask the candidate to make their choices.

"Show me your arrangement" • Allow time for the candidate to settle on their design and cost the

arrangement.

"Are you happy with your design?" "I want you now to work out how much your arrangement costs" "How did you work out the cost?" "What is the final cost?"

• Now ask the candidate to describe their design.

"Describe your arrangement" "What shape is the pot?" "Which plants have you chosen and why?"

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

47

FUN

CTI

ON

AL

SKIL

LS M

ATH

EMA

TIC

S EN

TRY

2

Task

1 –

Pla

nt P

ots

TASK

1 –

PO

T A

ND

PLA

NT

INFO

RM

ATI

ON

Gard

en C

entr

e Pl

ant

Pot

Off

ers

FR

EE P

OT

FREE

POT

Sele

ct a

pla

nt p

ot f

ree

when

you

buy

any

num

ber

of p

lant

s.

Mak

e yo

ur o

wn d

esig

n.

Sele

ct p

lant

s to

gro

w in

a p

ot t

o m

ake

a di

spla

y.

Hei

ght

10 c

m

1 pl

ant

cost

s £

2.50

Hei

ght

12 c

m

1 pl

ant

cost

s £

1.50

Hei

ght

90 c

m

1 pl

ant

cost

s £

5

Hei

ght

8 cm

1 pl

ant

cost

s £

3

Hei

ght

70 c

m

1 pl

ant

cost

s £

6

Hei

ght

10 c

m

1 pl

ant

cost

s £

4 H

eigh

t 11

cm

1

plan

t co

sts

50p

Hei

ght

8 cm

1

plan

t co

sts

£4

Hei

ght

9 cm

1

plan

t co

sts

50p

Hei

ght

10 c

m

1 pl

ant

cost

s £

2

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

48

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 2

Ta

sk 1

& 2

– P

lant

Pot

s C

UT

OU

TS

To b

e cu

t out

and

giv

en to

can

dida

tes

to u

se fo

r Tas

k 1

or u

se re

al p

ots

and

plan

ts a

nd a

ttach

the

rele

vant

info

rmat

ion

to th

em.

FREE

PO

T

FREE

PO

T

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

49

Heigh

t 11

cm

1 plan

t co

sts

50p

Heigh

t 10

cm

1 plan

t co

sts

£4

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

50

Heigh

t 8

cm

1 plan

t co

sts

£3

Heigh

t 70

cm

1 plan

t co

sts

£6

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

51

Heigh

t 10

cm

1 plan

t co

sts

£2.

50

Heigh

t 12

cm

1 plan

t co

sts

£1.

50

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

52

Heigh

t 90

cm

1 plan

t co

sts

£5

Heigh

t 8

cm

1 plan

t co

sts

£4

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

53

Heigh

t 9

cm

1 plan

t co

sts

50p

Heigh

t 10

cm

1 plan

t co

sts

£2



Preparation for Task 2 – Plants Pot

• Provide a medium/large plant pot and a few small plants if possible.

• Copy the information sheet "Garden Centre Plant Pot Offers" for the candidate.

• Make individual cards using the cut outs provided or use real pots and plants if available with the information attached.

• Provide materials for candidates to use to record e.g. paper or mini white boards and calculator.

• Provide money, real if possible, at least 1 £20 note, 2 £10 notes, 6 £2 coins, 8 £1 coins, 3 50p coins, 2 20p coins and 1 10p coin.

• Examples of the dialogue that could be used with candidates are shaded. These may be adapted to best suit candidates but direction should not be given to candidates on how to complete the tasks themselves. A teacher's comment column is provided on the marking

guidance.



Task 2 – Plant Pots

• Explain that this is the second and last task. For this task there are a maximum of 10 marks available.

• The assessor should select a pot and three plants, making sure

that the total cost is not a whole number of pounds.

• The prices should be on the information cards, and if possible attached to an actual pot and plants.

• Explain to the candidate that you want buy these for yourself.

"I want to buy these three plants" "I want you to work out how much the three plants cost and I will want you to give me the correct money"

• On a tray provide the money for the candidate to use. • Ask the candidate to select the correct money to pay for these

plants.

• Repeat the instructions as many times as necessary.

• Allow the candidate time to calculate and decide how much money to pass to you.

"How much do the plants cost?" "Give me the correct money"


• The next step is one of the following:

o If the candidate selects the exact correct amount of money and states the correct total cost this is the end of the task.

o If the candidate does not select enough money, ask how much the plants cost altogether, to check if they think it is enough money.

"How much do the plants cost altogether?"

"Do you have enough money to pay for the three plants?"

o If the candidates has selected less money than their total cost of the plants this is the end of the task.

o If a candidate has selected too much money for their total cost, ask how much do the plants cost and what change should you get.

"How much do the plants cost altogether?" "How much money do you have to give me back to have the correct total?"

• The assessor should select a pot and two plants, making sure that the total cost is a whole number of pounds.

• Explain to the candidate that there is a sale in the Garden Centre and all plants are half price. Ask the candidate how much the two plants would cost in the sale.

"There is a sale on in the Garden Centre and all plants are half price. How much would these two plants cost me in the sale?"

• Ask the candidate how they would check their answer to see if it were correct.

"How can you check that your answer is correct?"

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

59

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 2

Task

2 –

Pla

nt P

ots

TASK

2 −

PO

T A

ND

PLA

NT

INFO

RM

ATI

ON

FREE

POT

FREE

POT

Ga

rden

Cen

tre

Plan

t Po

t Off

ers

Hei

ght

10 c

m

1 pl

ant

cost

s £

2.50

Hei

ght

12 c

m

1 pl

ant

cost

s £

1.50

Hei

ght

90 c

m

1 pl

ant

cost

s £

5

Hei

ght

8 cm

1 pl

ant

cost

s £

3

Hei

ght

70 c

m

1 pl

ant

cost

s £

6

Hei

ght

10 c

m

1 pl

ant

cost

s £

4

Hei

ght

11 c

m

1 pl

ant

cost

s 50

p

Hei

ght

8 cm

1 pl

ant

cost

s £

4

Hei

ght

9 cm

1 pl

ant

cost

s 50

p

Hei

ght

10 c

m

1 pl

ant

cost

s £

2



Marking guidance The tasks should be internally assessed. The skill standards for representing, analysing and interpreting are referenced in the marking guidance and the coverage and range is noted in the assessment grid. The marking guidance does not detail every possible outcome, hence a teacher comment column is provided to briefly describe the candidate's response. Where a candidate's response differs from the guidance the teacher should determine "the best fit" bearing in mind the marking guidance. Where possible, evidence should be collated or assessors should confirm that candidates have successfully met the marking criteria. Details on moderation processes can be found in the "Instructions for Teachers" booklet or Appendix 1 of the Functional Skills Mathematics Entry 1 Specification.


FS Mathematics Entry Level SPECIMEN PAPER Entry 2

Coverage and Range grid

Please note that all assessments will provide opportunities to assess all of the skill standards. The content covered in this specimen paper is highlighted in the below grid. The coverage and range will be sampled over a period of three assessment series.

Skills Standards Coverage and Range (indicative) Representing R 2.1 Understand simple mathematical practical problems in familiar contexts and situations R 2.2 Select basic mathematics to obtain answers Analysing A 2.3 Use basic mathematics to obtain answers to simple given practical problems that are clear and routine A 2.4 Generate results to a given level of accuracy A 2.5 Use given checking procedures Interpreting I 2.6 Describe solutions to simple given practical problems in familiar contexts and situations

Understand and use whole numbers with up to two significant figures Understand and use addition/subtraction in practical situations Using doubling and halving in practical situations Recognise and use familiar measures, including time and money Recognise sequences of numbers, including odd and even numbers Use simple scales and measure to the nearest labelled division Know properties of simple 2D and 3D shapes Extract information from simple lists.

Skill Standard Weightings SKILL STANDARDS R 2.1 R 2.2 A 2.3 A 2.4 A 2.5 I 2.6 TOTAL

Task 1 2 2 2 4 10 Task 2 2 4 2 2 10

TOTAL 6 marks (30%)

8 marks (40%)

6 marks (30%)

20 marks (100%)

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

63

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 2

Ta

sk 1

– P

lant

Pot

s C

andi

date

's N

ame:

___

____

____

____

____

____

____

____

____

_

Cen

tre N

umbe

r: __

____

____

_

Mar

king

Gui

danc

e

Poss

ible

M

ark

Mar

k A

war

ded

Teac

her's

Com

men

ts (c

ontin

ue

on s

epar

ate

shee

t if r

equi

red)

R 2

.1

The

cand

idat

e ha

s su

cces

sful

ly m

et th

e de

sign

crit

eria

(the

pot

has

1 ta

ll pl

ant

and

3 sh

ort p

lant

s)

1 m

ark

for m

eetin

g th

e de

sign

crit

eria

follo

win

g pr

ompt

s.

2

R 2

.2

The

cand

idat

e ha

s a

stra

tegy

for c

ostin

g th

e ar

rang

emen

t cor

rect

ly

(e.g

. can

dida

tes

know

that

they

nee

d to

add

the

pric

es to

geth

er to

find

the

tota

l cos

t, co

sts

need

not

be

corr

ect o

r with

in £

10 fo

r 2 m

arks

).

1 m

ark

for d

evel

opin

g a

stra

tegy

follo

win

g pr

ompt

s.

2

A 2

.4

The

cand

idat

e gi

ves

the

corr

ect c

ost f

or th

e ar

rang

emen

t and

is w

ithin

£10

. 1

mar

k fo

r atte

mpt

ing

to c

ost t

he a

rran

gem

ent b

ut h

as m

ade

an e

rror

(eith

er th

e co

st is

w

ithin

£10

or t

hey

are

awar

e th

at th

e co

st is

ove

r £10

)

2

I 2.6

Th

e ca

ndid

ate

can

talk

abo

ut th

eir a

rran

gem

ent d

escr

ibin

g th

e sh

ape

of th

e po

t (w

ords

suc

h as

squ

are,

roun

d, c

ircle

are

suf

ficie

nt).

1

mar

k –

cand

idat

es d

iscu

ss th

e sh

ape

of th

eir p

ot w

ith p

rom

pts.

2

I 2.6

C

andi

date

s co

mpa

re th

e he

ight

of t

he p

lant

s. T

hey

unde

rsta

nd th

e te

rm "

talle

st".

1

mar

k –

cand

idat

es c

ompa

re th

e he

ight

s of

the

plan

ts w

ith p

rom

pts.

2

TO

TAL

for T

ask

110

Teac

her's

sig

natu

re:

D

ate:

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

64

FU

NC

TIO

NA

L SK

ILLS

MA

THEM

ATI

CS

ENTR

Y 2

Ta

sk 2

– P

lant

Pot

s C

andi

date

's N

ame:

___

____

____

____

____

____

____

____

____

_

Cen

tre N

umbe

r: __

____

____

_

Mar

king

Gui

danc

e Po

ssib

le

Mar

k M

ark

Aw

arde

d Te

ache

r's C

omm

ents

R 2

.1

The

cand

idat

e ha

s a

stra

tegy

for c

ostin

g th

e ar

rang

emen

t cor

rect

ly.

(e.g

. can

dida

tes

know

that

they

nee

d to

add

the

thre

e pr

ices

toge

ther

to fi

nd th

e to

tal

cost

, cos

ts n

eed

not b

e co

rrec

t for

2 m

arks

).

1 m

ark

for d

evel

opin

g a

stra

tegy

follo

win

g pr

ompt

s.

2

A 2

.3

The

cand

idat

e ha

s ca

lcul

ated

and

sta

ted

the

tota

l cos

t of t

he th

ree

plan

ts

corr

ectly

. 1

mar

k fo

r atte

mpt

ing

to c

alcu

late

the

tota

l cos

t of t

he th

ree

plan

ts b

ut a

n er

ror h

as b

een

mad

e.

2

I 2.6

The

cand

idat

e ha

s se

lect

ed th

e co

rrec

t not

es o

r coi

ns fo

r the

ir to

tal c

ost.

1 m

ark

for g

ivin

g to

o m

uch

or to

o lit

tle m

oney

but

afte

r pro

mpt

ing

has

eith

er g

iven

bac

k m

oney

or g

iven

mor

e to

mak

e th

eir c

orre

ct to

tal c

ost.

OR

the

cand

idat

e ha

s se

lect

ed th

e co

rrec

t not

es o

r coi

ns fo

r the

ir to

tal c

ost o

f the

thre

e pl

ants

with

gui

danc

e.

OR

the

cand

idat

e ha

s se

lect

ed th

e co

rrec

t mon

ey fo

r at l

east

two

of th

e pl

ants

.

2

A 2

.3

The

cand

idat

e ha

s su

cces

sful

ly h

alve

d th

e co

st o

f the

two

plan

ts.

1 m

ark

for a

ttem

ptin

g to

hal

f the

cos

t (or

cos

ts s

epar

atel

y) b

ut a

n er

ror h

as b

een

mad

e.

OR

1 m

ark

for h

alvi

ng th

e to

tal c

ost a

fter p

rom

pts.

2

A 2

.5

The

cand

idat

e ha

s m

ade

a su

itabl

e ch

eck

(e.g

. dou

bled

the

answ

er)

1 m

ark

for u

nder

stan

ding

the

need

to d

oubl

e or

atte

mpt

ing

anot

her s

uita

ble

chec

k

OR

atte

mpt

ing

to d

oubl

e an

d an

err

or h

as b

een

mad

e.

2

Teac

her S

igna

ture

:

T

OTA

L fo

r Tas

k 2

10

Dat

e:

T

OTA

L fo

r Tas

k 1

10

TOTA

L 20






The following notes outline arrangements for the conduct of the controlled assessment for the ** examination series for Entry Levels 1, 2 and 3. 1. Timing of the Controlled Assessment

• The Controlled Assessments are timetabled to start on or after ** .

• For Entry 1, 2 and 3 the controlled assessments should be completed in a time not exceeding 1 hour.

• The Functional Skills Entry Level Controlled Assessments can be timetabled at the discretion of the centre within the assessment window (* – *).

• The subject teacher may invigilate the whole of the Controlled Assessment.

• Centres are asked to keep a log of attendance throughout the Controlled Assessment.

• Candidates may not need all the specified time, but special consideration will not normally be given for candidates who do not complete in the full time available to them.

• The candidates may repeat the tasks within the assessment window, or may carry out the tasks in smaller manageable sections.

• All candidates' work should be submitted to the Internal Assessor by *. 2. Before the Controlled Assessment









3. During the Controlled Assessment

• Candidates should not be able to access their work outside the timetabled sessions.

• All of the assessment must be undertaken in controlled, supervised conditions







complete the mark sheet. The mark sheet with assessor's comments and any evidence produced by the learner should be collated. Such evidence could be 'working outs', written work or witness statements. Candidates' work can be annotated if necessary.


assessment window opportunity in a format suitable to engage the candidate. The tasks are designed to allow the candidate to think, use their mathematical skills, make decisions and talk about their work in an informal conversational setting with the assessor. The assessment tasks are designed so that they can be used as they are or centres can contextualise or adapt them to best-suit their centre-specific circumstances. Centres can changed or adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose. Examples of the dialogue that could be used with candidates are included with the tasks. They may be adapted to best suit the candidate but direction should not be given on how to complete the tasks themselves. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. Assessors should use the Teacher's comment column on the marking guidance and any intervention should be noted and taken into consideration when marking.

• Calculators may be used. • The candidates' responses are internally assessed and a sample of the

candidates' work is then externally moderated. • At Entry 3, the assessment should not be seen as an hour long examination –

candidates may use resources and 'props' if necessary and can talk about their work to their assessor in an informal way.




allocated to a range of possible candidate responses. The marking guidance does not detail every possible outcome. Where a candidate's response differs from the guidance, the teacher should determine "the best fit" bearing in mind the marking criteria given. Comments should be made in the teacher comment column to briefly describe the candidate's response.


Teacher's comment column in the mark schemes as to the nature of the help given. If teacher/tutor intervention is used, this should be noted and taken into consideration when the assessment is made.









After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the teacher/assessor's possession to prevent any tampering with it. Moderation/Verification will take place at two levels:

1. Within the centre to ensure that a uniform standard has been applied across

the teaching groups. There must be opportunities to exchange work/view candidates' performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.

2. Through the inspection of a sample of the work by WJEC moderators/verifiers. For Entry 1, 2 and 3 the sample will be selected according to the table below, based on the centre's overall rank order. Further details can be found in the Controlled Assessment Manual, which will be sent to centres. For entries of up to 10 candidates, all controlled assessments will be sent. Further samples of controlled assessment will be sent to the moderator/verifier if required. WJEC reserves the right to call in all of a centre's controlled assessments if this proves necessary.

Total no. of

Candidates at each Level


1 - 10 All












Where the moderation process reveals serious problems in any centre, with regards to interpretation and/or implementation of the assessment criteria, WJEC will request further work or take other appropriate action to safeguard candidates' interests. The marks for the sample must be inserted on the appropriate Sample Form and centres must indicate the total number of candidates entered at Entry 1, Entry 2 and Entry 3. 6. Submission of candidates' work to the External Moderator

• The attendance register should be submitted with the candidates' work. • The Mark Sheets (annotated where appropriate) for each task of the

Controlled Assessments, candidates' work where necessary and candidates' scripts (Entry 3), should be received by the moderator by ***.

7. Return of Work



FUNCTIONAL SKILLS

MATHEMATICS

ENTRY 1, 2 AND 3

CONTROLLED ASSESMENT


NOTICE TO CANDIDATE



Candidate's Number



Centre Number

Date

Teacher's Signature


FUNCTIONAL SKILLS MATHEMATICS

ENTRY 3



Contents

Page Entry 3 Controlled Assessment 75 Mark scheme and Assessment Grids 85 Instructions for Teachers 93 Declaration Sheet 101


FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3 ASSESSMENT: SUPERMARKET 2010 MAXIMUM TIME ALLOWED: 1 HOUR

ADDITIONAL MATERIALS A calculator INSTRUCTIONS TO CANDIDATES Answer all questions in the spaces provided. Remember to check your answers. No certificate will be awarded to a candidate detected in any unfair practice during the examination.


1.

Supermarket opening and closing times Monday - Friday 7 am 10 pm

Saturday 8 am 8 pm Sunday 11 am 5 pm

Bank Holidays 10 am 4 pm (a) You arrive with some friends one Sunday morning at the supermarket

before it opens.

You all look at your watches. Your watches show these times.

About how long do you have to wait for the supermarket to open?

[4]


(b) Your friend Jane wants to buy some bread.

Sliced brown loaf 80 pence

Sliced white loaf 70 pence

Pack of bread rolls 40 pence

Jane buys a sliced brown loaf, a sliced white loaf and a pack of bread rolls. She sees a notice that says

One hour before closing, all bread is half price!

How much would Jane save if she had waited until an hour before closing time to buy her bread?

[4]


2. You see the following items and signs in the supermarket.

Draw lines connecting each of the following items to its correct 2D or 3D name.

CYLINDER

CUBOID

CIRCLE

RECTANGLE

[2]

One hour before closing, all bread is

half price!


3. You buy these four items in the supermarket.

Item Weight Cost

Flour

2 kg

(2000 g)

77 pence

Tea

750 g £1.25

Tin of beans

415 g 46 pence

Coffee

885 g £2.60


(a) How much does your shopping weigh altogether?

[3] (b) The carrier bags you use can hold up to 3kg before the handles

break and the bottom of the bag drops out!

Using the smallest number of carrier bags as possible, how would you pack them to balance the weight for carrying? Show all your working.

[5]


4. Here is the supermarket snack bar menu.

MENU Drinks

Tea 50 pence Coffee 70 pence Bottle of water 60 pence

Sandwiches

Cheese 85 pence Ham 90 pence Salad 75 pence

(a) Your friend Keith has these coins in his pocket.

Does Keith have enough money to buy 2 ham sandwiches? Explain your answer.

[4]


(b) You have been asked to go to the snack bar to buy two drinks and one sandwich. You only have £2.00 to spend. Give one example of what you could buy, and how much money you will have left.

[6]


The following graphs show how many Ham, Cheese and Salad sandwiches were sold in the snack bar on Monday, Tuesday and Wednesday.

Ham Sandwiches

0

1

2

3

4

5

6

7

8

9

10

Monday Tuesday Wednesday

Day

Num

ber s

old

Cheese Sandwiches

0

2

4

6

8

10


Day

Num

ber s

old

Salad Sandwiches

0

2

4

6

8

10

12

14


Day

Num

ber s

old


(c) What type of sandwich was the most popular and on which day was the most sandwiches sold?

[12]


FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3

ASSESSMENT – Supermarket Marking guidance The tasks should be internally assessed. Where appropriate, comments should be made in the Teacher’s Comments column provided. Details on moderation processes can be found in the “Instructions for Teachers” booklet or Appendix 1 of the Functional Skills Mathematics Entry 3 specification.


FS Mathematics Entry Level SPECIMEN PAPER Entry 3 Coverage and Range grid Please note that all assessments will provide opportunities to assess all of the skill standards. The content covered in this specimen paper is highlighted in the below grid. The coverage and range will be sampled over a period of three assessment series.

Skills Standards Coverage and Range (indicative) Representing Understand practical problems in familiar contexts and situations Begin to develop own strategies for solving simple problems Select mathematics to obtain answers to simple given practical problems that are clear and routine Analysing Apply mathematics to obtain answers to simple given practical problems that are clear and routine Use simple checking procedures

Interpreting Interpret and communicate solutions to practical problems in familiar contexts and situations

Add and subtract using three digit numbers Solve practical problems involving multiplication and division by 2, 3, 4, 5 and 10 Round to the nearest 10 or 100 Understand and use simple fractions Understand, estimate, measure and compare length, capacity, weight and temperature Understand decimals to two decimal places in practical contexts Recognise and describe number patterns Complete simple calculations involving money and measures Recognise and name simple 2D and 3D shapes and their properties Use metric units in everyday situations Extract, use and compare information from list, tables, simple charts and simple graphs

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

87

FU

NC

TIO

NA

L SK

ILLS

EN

TRY

LEVE

L M

ATH

EMA

TIC

S EN

TRY

3 M

AR

K S

HEE

T C

andi

date

nam

e: _

____

____

____

____

____

____

__

Can

dida

te n

umbe

r: __

____

____

____

___

Cen

tre n

umbe

r: __

____

___

Que

stio

n A

nsw

er

Mar

k R

A

I

M

ark

awar

ded

Teac

her C

omm

ent

(

whe

re a

ppro

pria

te)

1(a)

A

war

d 4

mar

ks fo

r abo

ut 5

0 m

inut

es

OR

A

war

d 3

mar

ks fo

r an

atte

mpt

to fi

nd h

ow lo

ng it

is

from

ten

past

ten

to 1

1 o’

cloc

k O

R

Aw

ard

2 m

arks

for s

ight

of 1

1 (a

m) a

nd te

n pa

st

ten,

in a

ny fo

rm

OR

A

war

d 1

mar

ks fo

r sig

ht o

f 11

(am

) or t

en p

ast t

en,

in a

ny fo

rm

4 2

2

1(b)

A

war

d 4

mar

ks fo

r an

answ

er o

f 95

(pen

ce)

OR

A

war

d 3

mar

ks fo

r tot

al c

ost o

f 190

(pen

ce) w

ith a

n at

tem

pt to

hal

ve, o

r sig

ht o

f 40,

35

and

20 w

ith a

n at

tem

pt to

add

, or

the

full

proc

ess

with

onl

y 1

num

eric

al e

rror

O

R

Aw

ard

2 m

arks

for a

n at

tem

pt a

t the

full

proc

ess

but

with

num

eric

al e

rror

s O

R

Aw

ard

1 m

ark

for a

n at

tem

pt a

t par

t of t

he p

roce

ss,

e.g.

atte

mpt

to a

dd a

ll pr

ices

, or a

n at

tem

pt to

hal

f an

y pr

ice

4 2

2

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

88

Q

uest

ion

Ans

wer

M

ark

R

A

I

Mar

k aw

arde

d

Te

ache

r Com

men

t

(w

here

app

ropr

iate

) 2

Aw

ard

2 m

arks

for 3

or 4

cor

rect

con

nect

ions

A

war

d 1

mar

k fo

r 2 c

orre

ct c

orre

ctio

ns

pizz

a –

circ

le

bean

s –

cylin

der

sign

– re

ctan

gle

box

of te

a –

cubo

id

2

2

3(a)

A

war

d 3

mar

ks 4

050(

g) o

r 4.0

5(0k

g), c

orre

ct u

nits

O

R

Aw

ard

2 m

arks

405

0 or

4.0

5(0)

with

inco

rrec

t uni

ts

or n

o un

its g

iven

O

R

Aw

ard

1 m

ark

for a

ttem

pt to

add

all

4 w

eigh

ts

3 1

2

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

89

Q

uest

ion

Ans

wer

M

ark

R

A

I

Mar

k aw

arde

d

Te

ache

r Com

men

t

(w

here

app

ropr

iate

) 3(

b)

Mar

k ap

prop

riate

follo

w th

roug

h fr

om a

n in

corr

ect a

nsw

er in

2(a

) pro

vide

d th

at m

ore

than

one

car

rier b

ag is

requ

ired

Aw

ard

5 m

arks

for 2

car

rier b

ags

with

Flo

ur (2

kg)

in 1

bag

and

eve

ryth

ing

else

in th

e ot

her w

ith

wor

king

sho

wn

OR

A

war

d 4

mar

ks fo

r 2 c

arrie

r bag

s w

ith a

n at

tem

pt

to b

alan

ce th

e w

eigh

ts s

how

n by

tryi

ng o

ut s

ome

addi

tion

of w

eigh

ts

OR

A

war

d 3

mar

ks fo

r 2 c

arrie

r bag

s w

ith s

ight

of o

ne

addi

tion

OR

A

war

d 2

mar

ks fo

r 2 c

arrie

r bag

s, o

r use

s 3

carr

ier

bags

with

sig

ht o

f an

addi

tion

OR

A

war

d 1

mar

k fo

r com

parin

g to

tal w

eigh

t to

3kg,

bu

t with

an

inco

rrect

con

clus

ion,

i.e.

not

real

isin

g th

at 4

.05k

g >

3kg

OR

A

war

d 1

mar

k if

on fo

llow

thro

ugh

only

1

carr

ier b

ag w

ould

be

requ

ired

but t

he

cand

idat

e sh

ows

an u

nder

stan

ding

of t

he

wei

ght a

nd th

e 3

kg li

mit

5 1

2 2

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

90

Q

uest

ion

Ans

wer

M

ark

RA

I

Mar

k aw

arde

d

Te

ache

r Com

men

t

(w

here

app

ropr

iate

) 4(

a)

Aw

ard

4 m

arks

for Y

ES

from

a c

orre

ct a

nsw

er

with

a c

ompa

rativ

e re

ason

, e.g

. 180

(p) i

s le

ss

than

(£)2

, 10p

bac

k fo

r eac

h £1

giv

en, 2

0p

chan

ge

OR

A

war

d 3

mar

ks fo

r YE

S w

ith s

ight

of (

£)2

or

200(

p) A

ND

(£)1

.80

or 1

80(p

) or u

se o

f 90p

fro

m £

1, o

r YE

S w

ith a

non

com

para

tive

stat

emen

t , e

.g.

“it is

180

” O

R

Aw

ard

2 m

arks

for Y

ES

with

sig

ht o

f (£)

2, o

r 20

0(p)

, or (

£)1.

80 o

r 180

(p),

or u

se o

f 90p

from

£1

twic

e O

R

Aw

ard

1 m

ark

for s

ight

of (

£)2,

or 2

00(p

), or

(£

)1.8

0 or

180

(p) o

r 2 lo

ts o

f 90p

but

no

conc

lusi

on, o

r for

cor

rect

reas

onin

g fro

m

inco

rrec

t wor

king

.

4 1

12

4(b)

6

mar

ks a

lloca

ted

as fo

llow

s -

Aw

ard

1 m

ark

for i

ndic

atio

n of

any

of a

ny 2

dr

inks

and

one

san

dwic

h (d

escr

iptio

n or

pric

e)

Aw

ard

1 m

ark

for i

ndic

atio

n of

any

2 d

rinks

and

on

e sa

ndw

ich

with

a to

tal c

ost n

ot g

reat

er th

an

£2.0

0 (d

escr

iptio

n or

pric

e)

Aw

ard

2 m

arks

for c

alcu

latin

g th

eir c

ost

corr

ectly

(1

mar

k fo

r cal

cula

ting

with

a

num

eric

al e

rror F

.T th

eir c

hoic

e of

san

dwic

hes)

6 2

13

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

91

Q

uest

ion

Ans

wer

M

ark

RA

I

Mar

k aw

arde

d

Te

ache

r Com

men

t

(w

here

app

ropr

iate

) 4

(b)

Aw

ard

1 m

ark

for e

xpre

ssin

g th

eir t

otal

in c

orre

ct

mon

ey fo

rmat

(pen

ce o

r £)

Aw

ard

1 m

ark

for c

alcu

latin

g th

eir c

hang

e fro

m

£2.0

0 co

rrect

ly (F

.T. t

heir

cost

if le

ss th

an £

2.00

) P

ossi

ble

answ

ers

shad

ed

Drin

k

San

d.

C

ost

Cha

nge

Tea

Tea

Che

ese

50

50

85

185

15

Tea

Tea

Ham

50

50

90

19

0 10

Te

a Te

a S

alad

50

50

75

17

5 25

C

offe

e C

offe

e C

hees

e 70

70

85

22

5

Cof

fee

Cof

fee

Ham

70

70

90

23

0

Cof

fee

Cof

fee

Sal

ad

70

70

75

215

W

ater

W

ater

C

hees

e 60

60

85

20

5

Wat

er

Wat

er

Ham

60

60

90

21

0

Wat

er

Wat

er

Sal

ad

60

60

75

195

5 Te

a C

offe

e C

hees

e 70

50

85

20

5

Tea

Cof

fee

Ham

70

50

90

21

0

Tea

Cof

fee

Sal

ad

70

50

75

195

5 C

offe

e W

ater

C

hees

e 60

70

85

21

5

Cof

fee

Wat

er

Ham

60

70

90

22

0

Cof

fee

Wat

er

Sal

ad

60

70

75

205

W

ater

Te

a C

hees

e 50

60

85

19

5 5

Wat

er

Tea

Ham

50

60

90

20

0 0

Wat

er

Tea

Sal

ad

50

60

75

185

15

Func

tiona

l Ski

lls M

athe

mat

ics

Ent

ry 1

, 2 &

3 S

peci

men

Ass

essm

ent M

ater

ials

92

Q

uest

ion

Ans

wer

M

ark

R

A

I

Mar

k aw

arde

d

Te

ache

r Com

men

t

(w

here

app

ropr

iate

) 4

(c)

The

12 m

arks

to b

e al

loca

ted

as fo

llow

s -

Aw

ard

3 m

arks

for i

nter

pret

ing

the

thre

e gr

aphs

co

rrec

tly (a

ll ba

rs in

terp

rete

d co

rrec

tly

Ham

– 4

,7,9

Che

ese

– 8,

6,9

Sal

ad –

10,

12,6

thes

e ca

n be

see

n or

impl

ied

anyw

here

in th

e qu

estio

n)

(2 m

arks

for c

orre

ctly

inte

rpre

ting

6 ba

rs c

orre

ctly

1

mar

k fo

r int

erpr

etin

g 3

or m

ore

bars

cor

rect

ly)

Aw

ard

2 m

arks

for a

ddin

g th

eir c

orre

ct s

andw

ich

tota

ls

(1 m

ark

for a

ttem

ptin

g to

add

the

sand

wic

h to

tals

) A

war

d 2

mar

k fo

r fin

ding

cor

rect

san

dwic

h to

tals

(2

0, 2

3, 2

8 F.

T th

eir

tota

ls)

(1 m

ark

for a

ddin

g to

tals

but

with

a n

umer

ical

err

or)

Aw

ard

1 m

ark

for c

orre

ctly

inte

rpre

ting

the

tota

ls

and

stat

ing

the

mos

t pop

ular

san

dwic

h (F

.T th

eir

tota

ls)

Aw

ard

2 m

arks

for a

ddin

g th

eir c

orre

ct d

ay to

tals

(1

mar

k fo

r atte

mpt

ing

to a

dd th

e da

y to

tals

) A

war

d 1

mar

k fo

r the

ir co

rrec

t day

tota

ls (F

.T th

eir

day

tota

ls)

Aw

ard

1 m

ark

for c

orre

ctly

inte

rpre

ting

the

tota

ls

and

stat

ing

whi

ch d

ay m

ost w

as s

old

(F.T

thei

r to

tals

)

12

4 3

5

To

tal o

ut o

f a p

ossi

ble

40 m

arks

S

kill

Sta

ndar

d w

eigh

tings

13

15

12

S

kill

Sta

ndar

d w

eigh

tings

%l

33

37

30


Functional Skills





The following notes outline arrangements for the conduct of the controlled assessment for the ** examination series for Entry Levels 1, 2 and 3.

1. Timing of the Controlled Assessment

• The Controlled Assessments are timetabled to start on or after ** . • For Entry 1, 2 and 3 the controlled assessments should be completed in a

time not exceeding 1 hour. • The Functional Skills Entry Level Controlled Assessments can be timetabled

at the discretion of the centre within the assessment window (* – *). • The subject teacher may invigilate the whole of the Controlled Assessment. • Centres are asked to keep a log of attendance throughout the Controlled

Assessment. • Candidates may not need all the specified time, but special consideration will

not normally be given for candidates who do not complete in the full time available to them.

• The candidates may repeat the tasks within the assessment window, or may

carry out the tasks in smaller manageable sections.

• All candidates’ work should be submitted to the Internal Assessor by *. 2. Before the Controlled Assessment









3. During the Controlled Assessment • Candidates should not be able to access their work outside the timetabled

sessions. • All of the assessment must be undertaken in controlled, supervised conditions







complete the mark sheet. The mark sheet with assessor’s comments and any evidence produced by the learner should be collated. Such evidence could be ‘working outs’, written work or witness statements. Candidates’ work can be annotated if necessary.


assessment window opportunity in a format suitable to engage the candidate. The tasks are designed to allow the candidate to think, use their mathematical skills, make decisions and talk about their work in an informal conversational setting with the assessor. The assessment tasks are designed so that they can be used as they are or centres can contextualise or adapt them to best-suit their centre-specific circumstances. Centres can changed or adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose. Examples of the dialogue that could be used with candidates are included with the tasks. They may be adapted to best suit the candidate but direction should not be given on how to complete the tasks themselves. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. Assessors should use the Teacher’s comment column on the marking guidance and any intervention should be noted and taken into consideration when marking.

• Calculators may be used. • The candidates’ responses are internally assessed and a sample of the

candidates’ work is then externally moderated. • At Entry 3, the assessment should not be seen as an hour long examination –

candidates may use resources and ‘props’ if necessary and can talk about their work to their assessor in an informal way.




allocated to a range of possible candidate responses. The marking guidance does not detail every possible outcome. Where a candidate’s response differs from the guidance, the teacher should determine “the best fit” bearing in mind the marking criteria given. Comments should be made in the teacher comment column to briefly describe the candidate’s response.


Teacher’s comment column in the mark schemes as to the nature of the help given. If teacher/tutor intervention is used, this should be noted and taken into consideration when the assessment is made.









After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the teacher/assessor’s possession to prevent any tampering with it. Moderation/Verification will take place at two levels:

3. Within the centre to ensure that a uniform standard has been applied across

the teaching groups. There must be opportunities to exchange work/view candidates’ performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.

4. Through the inspection of a sample of the work by WJEC moderators/verifiers. For Entry 1, 2 and 3 the sample will be selected according to the table below, based on the centre’s overall rank order. Further details can be found in the Controlled Assessment Manual, which will be sent to centres. For entries of up to 10 candidates, all controlled assessments will be sent. Further samples of controlled assessment will be sent to the moderator/verifier if required. WJEC reserves the right to call in all of a centre’s controlled assessments if this proves necessary.

Total no. of

Candidates at each Level


1 - 10 All












Where the moderation process reveals serious problems in any centre, with regards to interpretation and/or implementation of the assessment criteria, WJEC will request further work or take other appropriate action to safeguard candidates’ interests. The marks for the sample must be inserted on the appropriate Sample Form and centres must indicate the total number of candidates entered at Entry 1, Entry 2 and Entry 3. 6. Submission of candidates’ work to the External Moderator

• The attendance register should be submitted with the candidates’ work. • The Mark Sheets (annotated where appropriate) for each task of the

Controlled Assessments, candidates’ work where necessary and candidates’ scripts (Entry 3), should be received by the moderator by ***.

7. Return of Work


Functional Skills Mathematics Entry 3 Specimen Assessment Materials 101

FUNCTIONAL SKILLS

MATHEMATICS

ENTRY 1, 2 AND 3

CONTROLLED ASSESSMENT


NOTICE TO CANDIDATE



Candidate's Number



Centre Number

Date

Teacher's Signature

WJEC FS Maths - Entry 1,2 & 3 SAMs - 2010 (Merged) JF 02 06 10

Documents

WJEC FS Maths - Entry 1, 2 & 3 SAMS - 2010 Merged … · Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 26 FS Mathematics Entry Level SPECIMEN PAPER Entry